All Saints Church of England Primary School, Sapcote

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of All Saints Church of England Primary School, Sapcote.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding All Saints Church of England Primary School, Sapcote.

To see all our data you need to click the blue button at the bottom of this page to view All Saints Church of England Primary School, Sapcote on our interactive map.

About All Saints Church of England Primary School, Sapcote

Name All Saints Church of England Primary School, Sapcote
Ofsted Inspections
Headteacher Mr Shane Crick
Address Bassett Lane, Sapcote, Leicester, LE9 4FB
Phone Number 01455272973
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 297
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

All Saints Church of England Primary School is an inclusive and nurturing school. Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Pupils concentrate well in lessons and show positive attitudes towards their learning.

Pupils achieve well.

Pupils say that all teachers are 'encouraging, kind and supportive'. One pupil, representative of many, said, 'It is a nice environment to be in.

When you are stressed, you do not have to hide it here - you can go to the nurture room.' Pupils comment that they feel safe. They say that if they have worries, there are adults with ...whom they can talk.

Some pupils access a range of resources to help them with their social, emotional and mental health. This support is highly effective and valued by pupils.

During break and lunchtimes, pupils play together sensibly and in a focused way.

Staff use praise effectively to celebrate positive behaviour. Pupils have a secure understanding of bullying and report it when it happens. The school deals with any bullying issues quickly.

Pupils know that it is important to come to school, and they value the rewards given for attendance.

What does the school do well and what does it need to do better?

Children get off to a strong start in the Reception Year. There are high expectations and clear routines.

Children learn how to play alongside one another, share, take turns and wait with patience. This is modelled effectively by staff. Children have the opportunity to explore, take risks and learn through play.

There are high-quality spoken interactions between adults and children. This supports children's early language and communication development.

The school prioritises reading.

The phonics programme is delivered effectively. Pupils learn how to read new words by blending the sounds they have learned. Pupils' reading books are carefully matched to the sounds they have been learning.

This allows them to practise these new sounds, decode new words and improve their reading fluency.

The school has invested in a new 'reading spine'. This selection of books includes a diverse range of authors, characters and settings.

There are high-quality texts available in every classroom. The school has introduced an ambitious reading curriculum. This approach is helping pupils to improve their comprehension skills.

In mathematics, pupils said that revisiting and practising what they have learned supports their understanding. When teachers explain and model their learning, pupils say it helps it to 'stick'. When lesson activity choices make connections to prior learning and new learning builds upon what the pupils already know, pupils are more successful.

Pupils with SEND are well supported. Lessons are planned to meet the needs of all learners and to extend thinking for those pupils who are ready.

The school has recently introduced a new curriculum approach to the foundation subjects.

The curriculum for these subjects is well sequenced. Key vocabulary that pupils should learn is carefully planned. This new curriculum is in the early stages of being introduced.

This means that not all pupils have the knowledge they need to build on what they already know. In some of these subjects, the work that pupils are given does not always support the aims of the lesson or address misconceptions. This means that pupils do not always gain new knowledge accurately.

Pupils' behaviour is a strength of the school. Pupils feel that sanctions are fair and considered. Space is available for pupils to self-regulate if needed.

For example, they can use the 'breakout room' or tepees in classrooms.

The school prioritises pupils' personal development. Pupils have the opportunity to debate issues and share their views and beliefs in a considered way.

The school promotes healthy lifestyles. For example, pupils take part in 'Move it March'. Pupils understand how to be healthy.

Many pupils attend a range of clubs, and visits out of school support pupils' learning. Pupils have the opportunity to take on responsibilities. For example, they can be head boy or girl, house captains and sports leaders.

The school is well led and managed. Leaders communicate well with a range of external agencies to ensure that pupils with SEND receive the support they need. Governors and trustees fulfil their statutory duties.

Staff, including early career teachers, feel supported by leaders with regard to workload. Staff value the professional development opportunities on offer to them.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some elements of the curriculum are at a relatively early stage of implementation. More time is needed for these to embed to ensure that pupils know and remember the full breadth of the curriculum. The school should ensure that the curriculum is fully embedded across all subjects.

• In some subjects, the work that pupils are given does not always support the aims of lessons or address misconceptions effectively. As a result, sometimes, pupils do not develop the intended learning. The school should ensure that staff are supported to ensure that activity choices and pedagogical approaches support pupils' learning.

Also at this postcode
Kidspace Conkers Before and After School Club

  Compare to
nearby schools